During Yoga Class practice teaching observation Skill.pptx

During Yoga Class practice teaching observation Skill

In training, learning observation allows the individual to become more aware about the teaching structure, methodology, asanas etc. Observation helps in understanding the structure of asana, it’s modifications and variations. Furthermore, understanding the differences in similar asanas. Such kind of observation can only be developed through practice of teaching.
The trainees are encouraged to take mock classes with other trainees involving different asanas and sequencing where they instruct and correct the practice of their fellow trainees. It requires staying attentive to the movement and posture of the student while simultaneously honouring their needs.
Not keeping them in one asana for very long.
It requires using verbal cues to help with alignment correction while sounding encouraging.
It is also understanding that yoga is a practice of journey or process and not the practice of attaining a goal. It is important to look at the practice from the student’s perspective to help their practice.
Courtesy To: Shrutika Mishra , RYT - 200 Hour

1. Durin g Y oga Clas s practice te a chin g o bs e rv a t i o n S ki ll

2.  In t r ai n i ng , l e arn in g obser v at i o n all ow s the i n d iv idua l to beco m e more methodo l ogy, a w are a s anas abo ut the t each i n g str u ctu re , et c. Obs e rvat i o n help s i n un d ersta n din g the str u cture o f a s ana, i t ’ s mod i f i cat ion s and var i at i ons . Furt h er m ore , un d e rstan d i n g the differe n ces i n s i m i l ar asana s . Su c h ki n d of obser v at i o n ca n onl y b e deve l o p ed thro u gh prac ti c e of t each i ng. Th e trai n ees a r e e ncour a ged to take mock cl a s se s wi t h

3. other trai n ees i n vol v i n g differe n t asanas and seq u enci n g where

4. they i n str u ct and cor r ect the p ract i ce o f the i r fe l l o w t r a in ee s .

5. It req u i re s stayin g at t ent i ve to the mo v e ment and postur e of

6. the stu d ent w h i l e s i m ul tane ousl y honour i n g the i r needs.

7. Not k e ep i n g them i n on e asana fo r v ery l o n g . It req u i re s usin g v erbal cu e s to hel p with a l i gn m ent cor r ect i o n wh ile so u nd i n g en c ourag i n g.  It i s al s o un d erstan d in g t h at y o ga i s a p r act i ce o f j o ur n ey or proce s s a n d no t the practi ce o f at t ai n i n g a goa l . It i s i m portan t t o lo ok a t th e p r a c tice from per s pec t ive to he l p t he i r pra c ti c e . Co u r t es y To : S hrut i ka M ishra , RYT - 2 00 Hour th e st u den t ’ s